PRE-INTERMEDIATE TEACHER’S BOOK English for International Tourism NEW EDITION A – B1 KAREN ALEXANDER Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.pearsonelt.com © Pearson Education Limited 2013 The right of Karen Alexander to be identified as author of this Work has been asserted by her in accordance with the Copyright, Designs and Patents Act 1988 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers Photocopying: The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions Individual purchasers may make copies for their own use or for use by the classes they teach Institutional purchasers may make copies for use by their staff and students, but this permission does not extend to additional institutions or branches Under no circumstances may any part of this book be photocopied for resale First published 2013 ISBN: 978-1-4479-0361-1 Set in Palatino The publisher would like to thank the following for their kind permission to reproduce their photographs: Cover images: Front: 4Corners Images: Benedetta Rusconi / SIME t; Corbis: F.Stuart Westmorland b, Jon Hicks bc; SuperStock: Fancy Collection tc; Back: DK Images: cl; Fotolia.com: tl; Lonely Planet Images: Peter Ptschelinzew bl English for International Tourism Pre-Intermediate Teacher’s Book CONTENTS Introduction Unit World tourism Unit Jobs in tourism 17 Unit Visitor centres 26 Unit Package tours 34 Unit Hotels 44 Review and consolidation 54 Unit Food & beverage 56 Unit Nature tourism 67 Unit Air travel 76 Unit Hotel operations 85 Unit 10 Marketing 95 Review and consolidation 105 Photocopiable resources 107 CONTENTS INTRODUCTION English for International Tourism is a three-level series designed to meet the English language needs of professionals working in the tourism industry and students of tourism in further education The course helps students to: • build confidence in professional skills such as dealing with enquiries, marketing destinations, offering advice, negotiating, writing emails and speaking to groups • develop language awareness through an integrated grammar and skills syllabus • acquire the specialized vocabulary needed by tourism professionals • practise language skills in realistic Case studies that reflect issues in the tourist industry today Structure of the Coursebook The Coursebook contains ten units and two Review and consolidation sections Each unit is divided into four lessons The unit menu shows students the key learning objective of the lesson Each unit has the same structure: • a vocabulary lesson • a grammar lesson • a Professional skills lesson • a Case study or tourism-related game is included at each level KEY VOCABULARY The vocabulary lessons introduce and practise many words and expressions required in the tourism industry, either through a reading text or a listening By the end of the lesson students will be better able to use the specialist vocabulary in appropriate tourism contexts At the end of each unit there is a Key Word box that provides a selection of words and phrases from the unit and a reference to the Minidictionary on the DVD-ROM INTRODUCTION KEY GRAMMAR In the grammar lessons key aspects of grammar that are essential for progress at this level are presented within an authentic tourism context These lessons include clear explanations and activities designed to help students understand and use the language effectively By the end of the lesson students will be able to use the grammar more confidently For additional support there is a comprehensive Grammar reference section at the back of the Coursebook PROFESSIONAL SKILLS The Professional skills lessons provide students with the opportunity to learn and practise effective interpersonal and business skills which are an essential job requirement in the travel and tourism industries They will learn professional skills ranging from dealing with customer enquiries and meeting clients’ needs to preparing a guided tour or a presentation CASE STUDIES Each unit ends with a Case study linked to the unit’s tourism theme The Case studies are based on realistic tourism issues or situations and are designed to motivate and actively engage students in seeking solutions They use the language and professional skills which students have acquired while working through the unit and involve them in discussing the issues and recommending solutions through active group work Language skills Speaking skills: Each unit provides students with a range of speaking activities The pairwork tasks are designed to provide students with further opportunities to communicate in realistic and motivating tourism-related contexts The Case studies require students to engage in extended communication about topical issues in the tourism industry At each level further speaking practice is available in a tourism-related game English for International Tourism Pre-Intermediate Teacher’s Book Listening skills: Each unit contains several listening tasks developed around topics related to the travel industry A range of British, American and other international native and non-native speakers are featured helping students understand how people speak English in different parts of the world Audio scripts of the recordings are available at the back of the Coursebook Reading practice: Reading texts feature regularly in the units providing students with a variety of texts and topics that they are likely to encounter in a tourism context Writing practice: In the writing sections students will write real texts related to the tourism workplace such as emails, tour itineraries At each level there are also writing tasks to help students get a job in tourism Models of text types are available in the Writing Bank at the back of the Coursebook Workplace skills Working with numbers: Throughout the course there are sections that help students to manipulate numbers in English, which is a vital skill in the travel and tourism workplace Research tasks: Each unit contains one or more research tasks that encourage students to explore tourism-related issues on the internet or in their local environment Private study Workbook: A separate Workbook with a CD provides students with extra tasks for study at home or in class There are two versions of the Workbook – one with the answer key for private study and one without an answer key which can be used by the teacher for extra practice in class DVD-ROM: The course has a DVD-ROM designed to be used alongside the Coursebook or as a free-standing video for private study The DVD-ROM is attached to the back of the Coursebook and provides students with five authentic films featuring different aspects of tourism Each film has a printable worksheet, a transcript and a key to the exercises INTRODUCTION These films give students the opportunity to listen to a variety of native and nonnative speakers using English as an international language in five authentic documentary videos Additionally, the DVD-ROM has a comprehensive Minidictionary featuring over 300 tourismrelated terms along with their definitions, pronunciation and example sentences The DVD-ROM also contains the MP3 files of the Coursebook audio material Although the DVD-ROM is not integral to the Coursebook and is primarily a selfstudy component, teachers may find it useful to show the videos in class and set the optional task at the end of the video worksheet for homework This optional task, if a writing task, will have a model in the DVD-ROM key However, if the optional task is a research task then student responses will all be different and the teacher may like to ask the students to share their findings in a follow-up class Website materials The English for International Tourism course has a companion website for teachers: www.pearsonELT.com/tourism Teacher’s book: the teacher’s book is divided into two parts: • teaching notes which follow the same order as the Coursebook They include the answers to the exercises, background information about places, people and professional practices mentioned in the Coursebook • photocopiable resources section which contains twenty optional extra activities, two per unit The teacher’s notes make suggestions as to which point in the lesson an activity might be appropriate Customizable tests: these tests are based on the content of the Coursebook and provide a measure of a student’s progress The testing section of the website provides the teacher with a range of customizable tests: • a placement test • ten unit tests English for International Tourism Pre-Intermediate Teacher’s Book • five progress tests (one after every two units) • an end of course test There are two versions of each Unit Test (one ‘A’ and one ‘B’ test each unit); Progress Tests (one ‘A’ and one ‘B’ for every two units) and an end of course test (one ‘A’ and one ‘B’ version) Professional exams English for International Tourism is recommended preparation for the LCCI English for tourism exams www.lcci.org.uk INTRODUCTION WORLD TOURISM UNIT MENU Grammar: present simple question forms Vocabulary: tourism statistics Professional skills: checking and confirming details Case study: make the right booking Aims and objectives Audio script Track 1.1, Exercise 3, page 118 In this lesson students will: • read some facts about the tourism industry • review and practise saying numbers and statistics • focus words and phrases relating to the tourism sectors Speaking TOURIST DESTINATIONS Exercise 1, page Refer students to the list of countries and ask which ones they have visited They then rank them in order of the most popular tourist destinations and discuss their ideas in pairs before class feedback Find out if students are surprised at the answers France United States of America (the USA) China Spain Italy United Kingdom (the UK) Exercise 4, page Play the recording before asking students which numbers they heard Students then work in pairs to practise saying the numbers 13 Reading Exercise 2, page Check vocabulary, e.g expect, inbound, represent, recreation Then ask students to read the tourism industry texts and match the words and phrases to the definitions Allow time for them to compare answers with a partner before going through them with the class 2h 14 50 60 17 18 90 Audio script Track 1.2, Exercise 4, page 118 THE TOURISM INDUSTRY 1d one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty twenty-one, thirty-two, forty-three, fifty-four, sixty-five, seventy-six, eighty-seven, ninetyeight a hundred and nine, two hundred and ten, three hundred and eleven, four hundred and twelve, five hundred and thirteen, six hundred and twenty, seven hundred and thirty, eight hundred and forty, nine hundred and fifty a thousand, one thousand five hundred, ten thousand, ten thousand seven hundred and fifty, a hundred thousand, a million, a billion 3b 4f 5c 6a 7e 8g Vocabulary NUMBERS Exercise 3, page Students listen to the recording and practise saying the numbers Highlight the positioning of the word and in longer numbers and drill any numbers which are more problematic for the class WORLD TOURISM A How many people are in the group? B One person cancelled so there are now thirteen A How old is he now? B He was fourteen last month A How many states are there in the USA? B I’m not sure I think it’s fifty A You’re in room sixty B Sorry, which room? A Room sixty A Can you serve table seventeen, please? B Table seventeen, which one is that? A By the window A Do you have the address of the hotel? English for International Tourism Pre-Intermediate Teacher’s Book B Yes, it’s number eighteen Park Street A How much does a taxi cost to the airport? B About ninety dollars Exercise 5, page Focus students’ attention on the table and check that they understand how to say percentages, fractions and decimals before playing the recording Mention that nought means the same as zero and is used more in the UK, whereas nil is used in the USA Allow time after listening for students to compare answers in pairs before eliciting them from the class 1½ 0.75 50% 0.125 1/10 1/3 0.25 20% Audio script Track 1.3, Exercise 5, page 118 one hundred and fifty percent, one and a half, one point five seventy-five percent, three quarters, nought point seven five fifty percent, a half, nought point five thirty-three point three percent, a third, nought point three three twenty-five percent, a quarter, nought point two five twenty percent, a fifth, nought point two twelve and a half percent, an eighth, nought point one two five ten percent, a tenth, nought point one EXTRA ACTIVITY Students work in pairs to write the numbers below and then take turns saying them • one number between 100 and 1,000 • two numbers between 10,000 and 100,000 • three numbers between 100,000 and one million • four fractions • five numbers with a decimal point Listening TOURISM STATISTICS Exercise 6, page Ask students to discuss the questions in pairs before eliciting ideas from the class You might wish to note these on the board Play the recording to check answers and compare them to what students had thought Find out if they are surprised by any of the answers and check vocabulary, e.g habit, spender, growth Europe the USA WORLD TOURISM Germany China Audio script Track 1.4, Exercise 6, page 118 According to the World Tourism Organization (WTO), the top region for international tourism is Europe, with 52 percent, more than half the world’s total tourism market France is the world’s top destination, with nearly 77 million international arrivals last year The USA was second, with nearly 60 million China was in third position with 56 million, and Spain was fourth with 53 million foreign visitors Another important statistic is the money inbound visitors spend in a country This is known as ‘tourism receipts’ International tourism receipts were 919 billion US dollars last year – that’s 693 billion euros The USA has the top tourism receipts in the world, with 104 billion US dollars Spain was in second position and France was third The WTO also collects information on tourists’ spending habits Tourists from Germany are the top spenders on international tourism They spent 78 billion euros last year Things are changing fast in the tourism industry and the WTO expects China to be the top international destination within the next five years China is also showing the fastest growth in spending on international tourism in recent years EXTRA ACTIVITY Write the following on the board and ask students to complete the full form of these useful terms in international tourism IATA: International Air T A UNESCO: United Nations Educational, S and C O LHR: L H Airport NYC: New Y C ETA Estimated t of a ETD: Estimated t of d TIC: Tourist I C BB: Bed and B Answers IATA: International Air Transport Association UNESCO: United Nations Educational, Scientific and Cultural Organization LHR: London Heathrow Airport NYC: New York City ETA Estimated time of arrival ETD: Estimated time of departure TIC: Tourist Information Centre BB: Bed and Breakfast See the Workbook pages 4–5 for more useful terms in international tourism English for International Tourism Pre-Intermediate Teacher’s Book Vocabulary TOURISM SECTORS Exercise 7, page Students match the tourism sectors to the words and phrases and additional ideas to each group Students could work independently and check answers in pairs, or carry out the exercise in pairs During class feedback, elicit ideas, writing them on the board as needed Homework suggestions • Students think of six numbers which relate to tourism facts for their own country (or one of their choosing) In a subsequent lesson, students work in pairs and take turns to ask questions to find out what each number refers to • Students write a paragraph describing which tourism sector they work in or would like to work in, and what they enjoy about it (100–150 words) Alternatively, they write about the sectors which generate the most jobs and money in their country 1f 2g 3d 4a 5c 6e 7b More suggested answers (not in the wordpool): hostel, motel, hotel cycling, trekking art gallery, amusement park business convention, music festival bistro, pizzeria car hire, bus, coach, taxi independent operator, online travel shop Exercise 8, page Students work in pairs or small groups to discuss their preference and the most important sectors in their country before the discussion is opened up to the class If the host country is different to the students’, provide information for students on the most successful and lucrative tourism sectors in it RESEARCH TOURISM IN YOUR COUNTRY Go through the task with the class In a subsequent lesson, allow time for students to present their findings either in groups or to the class ADDITIONAL RESEARCH IDEAS Students can choose to research the following Domestic tourism: • Where domestic tourists usually go in your country? • What are popular leisure activities in your country? • What are the high-season months? Inbound and outbound tourism: • Which country inbound tourists usually come from? • Which ports and airports receive the most arrivals? • Which countries outbound tourists usually go to? WORLD TOURISM English for International Tourism Pre-Intermediate Teacher’s Book THE UNITED STATES EXTRA ACTIVITY Refer students to page 112 of the Grammar reference and go through the information explaining question forms with present simple Highlight the use of different verbs and draw attention to word order Allow time to discuss the examples given and any questions students might have Provide additional examples as needed Aims and objectives In this lesson students will: • study question forms • read an article about tourism in the USA • prepare a survey on tourism in their country and use it to collect results Speaking THE GREAT USA QUIZ FACT FILE • Times Square in New York is a major centre of the world’s entertainment industry and the heart of the Broadway theatre district • The geographical wonder, The Grand Canyon, covers an area 446 km x 29 km and is in the state of Arizona • Las Vegas is the largest city in the state of Nevada, and is known internationally for its impressive casino-hotels and entertainment facilities • San Francisco, in the state of California, offers an interesting mix of architecture, trams on steep rolling hills and the Golden Gate Bridge Exercise 1, page 10 Ask students to match the photos with the USA place names This could be done as a class Students then consider what they know about each place, comparing ideas in pairs before class feedback A Times Square B The Grand Canyon C Las Vegas D San Francisco Grammar PRESENT SIMPLE QUESTION FORMS Exercise 2, page 10 Focus students’ attention on the Grammar box Allow them time to read through the information and ask any questions before completing the questions in the quiz Encourage students to check their answers in pairs before going through them with the class Check on the intonation of the questions as needed Where How much How long What How many Which How When Words not used: who, how old, why, how often WORLD TOURISM Exercise 3, page 10 Students complete the quiz in pairs, checking their answers with File on page 102 Round up by finding out who got the most answers correct and if students were surprised by any of the answers See Pairwork files Reading INTERNATIONAL TOURISTS IN THE USA Exercise 4, page 11 Ask students to think of the main three activities visitors to the USA enjoy, comparing ideas with a partner before briefly eliciting suggestions from the class Students’ own answers Exercise 5, page 11 Students read the report to check their answers Encourage students to use a dictionary Find out who was right and which activities are the most popular Check vocabulary, e.g typical, merchandise, retailer shopping parks – both natural parks and theme parks visiting museums, zoos and aquariums Exercise 6, page 11 Ask students to complete the sentences and allow them time to compare answers in pairs before going through them with the class Discuss the meaning and pronunciation of words and phrases as needed merchandise brands retailer (also retail store) emerging markets destination growth market Exercise 7, page 11 Students reorder the questions, checking answers with a partner before class feedback Elicit the questions, checking on intonation and pronunciation How often you go on holiday? How you usually travel? Where you usually go? Where you usually stay? How long you go for? Who you go with? What you on holiday? What you spend most money on? English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 6.1 CARD ACTIVITY: WHAT IS IT? A long thin orange vegetable that grows underground A solid white or yellow food made from milk A large silver fish with pink flesh [cheese] [salmon] A sweet tropical fruit with red or green skin and yellow flesh A hard round red or green fruit that is white inside A solid white or yellow food made from milk A brown or silver fish that lives in rivers [apple] [cheese] [trout] A dark sweet brown food made from cocoa Similar to a small onion but with a strong taste and smell A liquid used for cooking, made from plants or animal fat Eggs mixed together and cooked in a pan [chocolate] [garlic] [oil] [omelette] A large tropical fruit with pointed leaves and sweet yellow flesh A small red fruit that grows on plants hear the ground A round white vegetable with a thin brown skin and strong smell Italian food made from eggs, flour and water It is cooked in water [pineapple] [strawberry] [onion] [pasta] A soft round red fruit eaten in salads or cooked like a vegetable Small white or brown grains that are cooked in water A common food made by baking a mixture of flour and water A sea animal with a shell and ten legs that walks sideways [tomato] [rice] [bread] [crab] [mango] [carrot] PHOTOCOPIABLE © 2013 Pearson A small pink shellfish that you can eat [prawn] 123 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 6.2 CARD ACTIVITY: WHAT WOULD YOU SUGGEST/DO? A customer tells you they don’t eat fish or red meat They would like you to suggest a main course A customer tells you they are vegetarian and ask which starters and main course they could eat A customer wants to book a table for his vegan wife’s birthday He asks what dishes are available A group of customers have nearly finished their coffee A customer says they are allergic to wheat and asks what type of bread you serve You don’t know A customer tells you she has a shellfish allergy What starters would you suggest to her? A customer tells you they have a nut allergy and asks what desserts they could eat A customer asks you to suggest a main course for them They then ask for a description of the dish A customer has ordered steak but doesn’t want to have chips with it A customer says they like spicy food and asks what dishes you could recommend A customer says they are allergic to seafood but not fish They want to order a fish dish A customer asks what the ingredients of the seafood salad are A customer asks what the dressing on their salad is made of You’re not sure A customer says they don’t eat mushrooms, onions, tomatoes or garlic What main meal you suggest? A customer on a diet asks what you suggest for a main course They don’t want to eat anything fatty PHOTOCOPIABLE © 2013 Pearson 124 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable notes 7.1 Photocopiable notes 7.2 Aim: To practise describing vocabulary for outdoor activities and geographical features in order to complete word puzzles and find the mystery vocabulary items Aim: To revise tips and expressions for giving presentations Time: 20–25 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Preparation: Copy and cut up a set of cards for each pair Procedure: • Divide the class into two groups Give a copy of the A puzzles to one group and the B puzzles to the other group In the A/B groups, students check the meanings of the vocabulary that they are given in their half of the puzzle Make sure that they know the meanings of each word before putting them into pairs • Put students into pairs consisting of one student from group A and one from group B Tell them to sit face-to-face and that they cannot look at each other’s answers Student A describes each word in their puzzle When Student B guesses the word, they write it in their empty puzzle If they not know how to spell a word, they can ask for the spelling When Student B has guessed all the words and found the mystery word (going down vertically in the grey column), they change roles and Student B describes their words to Student A • At the end Students A and B compare answers to make sure that the words all are spelled correctly Homework or extension option: Students write a sentence using each of the 10 words from their puzzle (including the mystery word) Time: 15–20 minutes Preparation: Copy and cut up a set of cards (shuffled) for each pair Procedure: • Put students into pairs and give one student the set of white cards and the other the grey ones This way each student only sees the questions or the answers Explain that the student with the grey set may wish to spread their cards out face up in front of them so they can see them more easily • The student with the white set starts by reading out a question and the student with the grey set finds the answer They continue doing this until all the cards have been matched • Round up by eliciting the answers Alternative suggestion (pelmanism): Students spread cards out face down in front of them and take turns to turn over two cards The aim is to pick up a tip and its corresponding example card If a student wins a pair of cards they have another turn At the end, the winner is the one with the most pairs Homework or extension option: Students write a further example of their own, for each of the tips, based on a country or location of their own choice This could be extended into a mini-presentation in a subsequent lesson PHOTOCOPIABLE © 2013 Pearson 125 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 7.1 CARD ACTIVITY: WORD PUZZLES Student A Student B PHOTOCOPIABLE © 2013 Pearson 126 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 7.2 MATCHING ACTIVITY: GIVING PRESENTATIONS Introduce yourself and say what you are going to talk about Good morning, everyone! I’m Ana Stolar Today, I’d like to talk about Europe’s most peaceful holiday destination Start your presentation with a question or an interesting fact or figure Have you ever heard of ‘the country of a thousand islands’? Explain why your product or service is different from your competitor’s And you won’t find such an interesting choice of islands to visit as here – not compared to other places in Europe Give extra information about your travel/tourism services Each island is unique and has its own story The island of Dugi Otok is now a natural reserve and is said to Use superlative forms, e.g the best the most beautiful place to visit on the Adriatic Coast Use interesting adjectives to sound enthusiastic, e.g great, amazing, spectacular… Let me tell you about the amazing choice of outdoor activities we can offer you in Croatia Give people an opportunity to ask questions Right, I’ll be happy to take any questions now Refer listeners to other information, e.g brochures or websites Please feel free to take a copy of our brochure and my card PHOTOCOPIABLE © 2013 Pearson 127 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable notes 8.1 Photocopiable notes 8.2 Aim: To practise saying and writing down big numbers Aim: To practise dealing with difficult passengers Time: 15–20 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Preparation: Copy and cut up a set of cards for each pair Procedure: • Put students into pairs and give one a Student A card and the other a Student B card Explain that they each have information on an airport but will need to ask each other questions to obtain the missing figures Remind students that they can use almost, nearly and over to make big numbers simpler to say • Allow students time to read the information on their cards before starting the activity Student A ask their questions first and after both students have taken their turn, they check their answers (marked in bold) with each other Homework or extension option: Students write a paragraph giving information about an airport in their own country, including some useful figures (100-125 words) Time: 20–25 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Preparation: Copy and cut up a set of cards for each pair Procedure: • Put Students into pairs and give each pair a set of cards and ask them to place them face down in a pile in front of them • Tell students that each card describes a situation where they have to deal with a difficult passenger Explain that they should imagine they work as airport or airline personnel when responding • Students take turns to pick a card and read out the situation given Their partner responds accordingly Monitor, noting good language and problem areas to discuss with the class during feedback Homework or extension option: Students choose one of the situations and expand on it to make a short dialogue of not more than 10 lines These could be practised and roleplayed in pairs in a subsequent lesson PHOTOCOPIABLE © 2013 Pearson 128 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 8.1 CARD ACTIVITY: NUMBER EXCHANGE Student A Part 1: The São Paulo-Guarulhos International Airport is in the Brazilian city of São Paulo São Paulo actually has three airports, moving some passengers in 2011, but the São Paulo-Guarulhos International is the main one In 2011, there were flights to and from this airport and it handled passengers Although it currently has three terminals, a new one is being built In its first stage, terminal is expected to increase passenger numbers by a year and then be able to handle with the second stage Part 2: The Princess Juliana International Airport is a small Caribbean airport serving the Dutch part of the island of Sint Maarten It has a new fully airconditioned terminal (290,000 sq ft), 46 check-in desks and 11 boarding gates In 2009, it handled 1.625,964 passengers and 84.521 flights The L’Espérance Airport, which is on the French side of Sint Maarten (also known as Saint Martin) is much smaller and only serves light aircraft and helicopters It has a short runway (just 1,200 metres long) compared to Princess Juliana’s (2,180 metres long) Student B Part 1: The São Paulo-Guarulhos International Airport is in the Brazilian city of São Paulo São Paulo actually has three airports, moving some 43,483,480 passengers in 2011, but the São Paulo-Guarulhos International is the main one In 2011, there were 270,600 flights to and from this airport and it handled 30,003,428 passengers Although it currently has three terminals, a new one is being built In its first stage, terminal is expected to increase passenger numbers by 5.5 million a year and then be able to handle million with the second stage Part 2: The Princess Juliana International Airport is a small Caribbean airport serving the Dutch part of the island of Sint Maarten It has a new fully airconditioned terminal (1 sq ft), 46 check-in desks and 11 boarding gates In 2009, it handled passengers and flights The L’Espérance Airport, which is on the French side of Sint Maarten (also known as Saint Martin) is much smaller and only serves light aircraft and helicopters This airport has a short runway (just metres long) compared to Princess Juliana’s (5 metres long) PHOTOCOPIABLE © 2013 Pearson 129 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 8.2 CARD ACTIVITY: WHAT WOULD YOU SAY/DO? A passenger wants to take his case as hand luggage but although it would fit in the overhead luggage space, it’s too heavy There is a lot of turbulence and some passengers are getting very worried There is some turbulence on the flight Some passengers are worried and a baby has started to cry You find out that a passenger was smoking in the plane’s toilet This is a serious danger and fined by law A passenger is feeling anxious because they are afraid of flying The plane will take off in a few minutes A passenger asks for a coffee but you cannot serve them as the plane is now descending and you can no longer serve food or drinks A passenger tells you that his luggage hasn’t come off the flight and all the other passengers have got theirs A couple of male passengers on the flight have become rather loud and are annoying other passengers A passenger’s case is 15 kilos over the baggage allowance at the check-in desk Excess baggage costs €10 a kilo A passenger who arrived late is getting angry because he cannot find a space to put his bag in the overhead lockers A passenger continues to speak on their mobile phone after you ask all passengers to turn off their phones A passenger has a broken leg and asks for a wing seat so they can have more leg room PHOTOCOPIABLE © 2013 Pearson 130 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable notes 9.1 Photocopiable notes 9.2 Aim: To revise vocabulary relating to hotels and refurbishments Aim: To revise useful expressions for checking guests out Time: 10–15 minutes Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Preparation: Copy and cut up a set of cards for each pair Preparation: Copy and cut up a set of cards (shuffled) for each pair Procedure: • Put students into pairs and give each pair a set of cards and ask them to place them face down in a pile in front of them Procedure: • Divide students into pairs and give each pair a set of cards and ask them to spread them out face down in front of them Students take turns to turn over three cards The aim is to pick up a function card (grey) and the two corresponding useful phrases card (white) If a student wins a set of cards they have another turn At the end, the winner is the one with the most sets • Students take turns to pick a card and read out the description given Their partner then says what item is being described (the answer is given at the bottom of each card) If they give the correct answer, they keep the card If they don’t, the student giving the description keeps it • The winner is the student with the most cards Homework or extension option: Students choose 10 vocabulary items from the activity and write a sentence using each one • Elicit answers and then ask students to put the functions in the order they could expect them to occur Homework or extension option: Students write a short checking out dialogue (maximum 10 lines) between a guest and a hotel desk services agent using phrases from the activity These could be practised and role-played in a subsequent lesson PHOTOCOPIABLE © 2013 Pearson 131 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 9.1 CARD ACTIVITY: WHAT’S IT CALLED? A stick with a soft end you that you use (with water) for cleaning floors A material for covering the whole floor It is often made of wool A cover for a pillow (the soft object you put your head on when you sleep) A set of clothes that staff wear so that they all look the same when they are at work [mop] [carpet] [pillow case] [uniform] A liquid or powder that you use for washing clothes, dishes, etc An object made of special glass which you look into to see yourself A new person or object that you can use instead of the one you used before Clothes, sheets etc that need to be washed, or that have just been washed [detergent] [mirror] [replacement] [laundry] The process of redecorating or refurnishing a building, e.g a hotel A thick warm cover that you put on top of you when you are in bed A machine that cleans the carpet by sucking up dirt [refurbishment] [duvet] [vacuum] A large cupboard for your clothes In American English it is called a closet Metal, plastic, or wooden objects that you put clothing on to hang it up A set of rooms in an expensive hotel A part that you add to a building to make it bigger The sheets and pillowcases for a bed [suite] [extension] [bed linen] [hangers] PHOTOCOPIABLE © 2013 Pearson [wardrobe] 132 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 9.2 PELMANISM: HOW WOULD YOU ? Greet a guest Good morning, (name) How may I help you? May I have your name, please? Enquire about their stay How was your stay with us? I’m glad to hear it Deal with the final payment Will you be paying with the same credit card to settle the account? Could you enter your PIN here? Address any complaints I apologize about that, (name) Sorry, I’ll print a new folio for you Offer assistance Do you need help with your luggage? Would you like me to book a taxi for you? Thank the guest Thank you for staying with us, (name) We hope to see you again when you next visit (name) PHOTOCOPIABLE © 2013 Pearson 133 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable notes 10.1 Photocopiable notes 10.2 Aim: To revise vocabulary relating to marketing and promotions Aim: To revise negotiating tips Time: 20–25 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Preparation: Copy and cut up a set of crosswords for each pair Procedure: • Divide students into two groups, A and B Give a copy of Student A crossword to students in group A, and a copy of Student B crossword to those students in group B • Students work together in their separate groups to check they know the meaning of the other words in their half of the crossword (All the vocabulary is taken from Unit 10, Spread 2) • Put students in pairs so that one Student A and one Student B are working together They are not allowed to look at each other’s crossword • Students take it in turns to describe the words that appear on their half of the crossword to their partner, using suitable definitions The partner has to guess the words, and write them in their crossword Time: 10–15 minutes Grouping: Ideally pairs, although other groupings and 1:1s with the teacher are possible If you have an odd number of students, you could form a pair with one student Preparation: Copy and cut up a set of cards for each pair Procedure: • Put students into pairs and give each pair a set of cards and ask them to place them face down in a pile in front of them • Students take turns to pick a card and read out the information relating to making presentations Their partner then decides if it is true or false If their answer is correct they keep the card Explain that the answer is given at the bottom of each card Homework or extension option: Students create a bullet-pointed check list (maximum 10 points) they can use as a reference guide for future negotiations In a subsequent lesson, students could discuss in groups which ideas are the most useful and then put them in a logical order • Students continue until they both have a completed version of the crossword Homework or extension option: Students write a paragraph (100–125 words) about a company you know and how they promote themselves or their products using some of the vocabulary from the crossword PHOTOCOPIABLE © 2013 Pearson 134 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 10.1 CROSSWORD: MARKETING AND PROMOTIONS Student A PHOTOCOPIABLE © 2013 Pearson 135 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 10.1 CROSSWORD: MARKETING AND PROMOTIONS Student B PHOTOCOPIABLE © 2013 Pearson 136 English for International Tourism Pre-Intermediate Teacher’s Book Photocopiable activity 10.2 CARD ACTIVITY: TRUE OR FALSE? Always be polite and respectful to those you are negotiating with, especially people in authority Listen carefully during negotiations and focus on your responses Don’t waste time making notes [True] [False] Decide what concessions you will make during the negotiation, not before it Try to be the first person to make an offer, or a concession, e.g a discount [False] [False] Preparation is important Find out as much as you can about your partner, their company and culture As body language is very different in every culture, pay no attention to it It is what is said that is important [True] [False] Business lunches are for making friendships with business partners, not for discussing business Be aware of differences in cultural attitudes towards punctuality, time and interruptions in meetings [False] [True] If a negotiation is unlikely to provide you with a positive outcome, it may be better to politely walk away The best negotiations offer a ‘win-lose’ solution for you and your organization [True] [False] If you get angry or emotional, this shows how serious you are about the negotiations and is a good thing If you want to be more successful in your negotiations, be patient, friendly and flexible [False] [True] PHOTOCOPIABLE © 2013 Pearson 137